영어 교사의 디지털 도구 활용 수업 경험과 행위주체성 탐색

The purpose of the present study was to explore elementary school English teachers’ digitally mediated classroom practices based on the ecological approach to teacher agency. For this purpose, interviews were conducted with four elementary school English teachers, focused on the following research questions: (1) How do English teachers recognize and utilize digital tools in their instruction? (2) What factors influence English teachers’ practices in using digital tools? The results of the study showed that teachers demonstrated various forms of agency in their perception and use of digital tools, including curriculum-responsive enactment, proactive implementation, practical application, and intentional decision-making. Moreover, these practices were shaped by both personal factors (background knowledge, prior teaching experience, beliefs about English education, and perceptions of future-oriented digital teaching) and contextual factors (curriculum reforms, national and local education policies, school infrastructure, and the attitudes and perceptions of school members). Based on these findings, this study highlights the importance of considering both personal and contextual factors when developing policies to support the enactment of teacher agency in digitally mediated instruction.